The Theatre in the Design of Embodied Performative Pedagogy: Educating for Relationality in Emerging Educa-tional Contexts
Parole chiave:
Theatre; Performative Didactics; Relationship; Experiential Learning; Embodied CognitionAbstract
In the contemporary context—where virtual relationships mediated by digital communication are increasingly prevalent, particularly among younger generations—there emerges a growing need to rethink the teaching-learning process through the lens of an experiential pedagogical approach, one centered on authentic relationality. Within this framework, drawing connections between different disciplinary domains and grounded in the principles of embodied cognition theory, the role of the body, empathetic relationships, and interaction was explored in the educational pathways of the Master's programs in Performing Arts and Theatre, Pedagogy and Didactics: Methods, Techniques, and Practices of the Performing Arts at Suor Orsola Benincasa University. The research adopted an embodied epistemological paradigm, relational in nature, and employed an Art-Based Research methodology, using mixed methods for data analysis. The findings highlight the educational value of the performing arts through a model of performative didactics structured around embodied theatrical practices, which enhance experiential, body-based learning and support the development of meaningful learning experiences.
Riferimenti bibliografici
Ausubel, D. P. (2004). Educazione e processi cognitivi. Guida psicologica per gli insegnanti (Vol. 25). Milano: FrancoAngeli.
Barba, E., & Savarese, N. (2011). L’arte segreta dell’attore: Un dizionario di antropologia teatrale. Milano: Ubulibri.
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59(1), 617–645. Palo Alto, CA: Annual Reviews.
Berthoz, A. (2009). La simplexité. Parigi: Odile Jacob.
Boccacci, D. (2024). Dentro la scena: Percezioni e relazioni tra insegnanti attraverso il Teatro Forum. Formazione & Insegnamento, 22(2), 198–204. Lecce: Pensa Multimedia.
Brenner, M. Y. (2010). Arts-based learning and leadership development: A case study (Doctoral dissertation). New York: Teachers College, Columbia University.
Cambi, F. (2014). L’autobiografia come metodo formativo. Bari: Laterza.
Carlomagno, N. (2020). Le potenzialità didattiche delle arti sceniche. Education Sciences and Society, 2020(1).
Carlomagno, N. (2022). Pratiche performative teatrali nella formazione di competenze didattiche. Non cognitive skills, contaminazioni e azioni non lineari. Nuova Secondaria, 40(10), 375–388. Brescia: La Scuola.
Carlomagno, N. (2023). I linguaggi non lineari nella scena e nella didattica. Brescia: Morcelliana, 9.
Carlomagno, N., Ciasullo, A., Orefice, C., & Frauenfelder, E. (2013). Didactic harmonies in a bioeducational perspective. Education Sciences and Society, 1, 151–158.
Caruana, F., & Borghi, A. M. (2016). Il cervello in azione [The Brain in Action]. Bologna: Il Mulino.
Chevallard, Y., & Johsua, M. A. (1985). La transposition didactique: Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage.
Damasio, A. (1994). Descartes’ error: Emotion, rationality and the human brain. New York: Putnam, 352.
Dewey, J. (1986). Experience and education. In The Educational Forum (Vol. 50, No. 3, pp. 241–252). New York: Taylor & Francis Group.
Ferri, N. (2022). Embodied research. Roma: Armando Editore.
Gallese, V., & Morelli, U. (2024). Cosa significa essere umani? Corpo, cervello e relazione per vivere nel presente. Milano: Raffaello Cortina Editore.
Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gomez Paloma, F. (2020). Embodiment & school. Embodiment, education, inclusion. Lecce: Pensa Multimedia.
Grotowski, J. (1967). Le théâtre est une rencontre. In J. Grotowski (Ed.), Vers un théâtre pauvre (pp. 55–56). Lausanne: L’Âge d’Homme.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: FT Press.
Leavy, P. (2020). Method meets art: Arts-based research practice (3rd ed.). New York: Guilford Publications
Martinelli, M. (2015). Farsi luogo: Varco al teatro in 101 movimenti. Modena: Cue Press.
Matteucci, G. (2019). Estetica e natura umana. La mente estesa tra percezione, emozione ed espressione. Roma: Carocci.
Maturana, H. R., & Varela, F. J. (2012). Autopoiesis and cognition: The realization of the living (Vol. 42). New York: Springer Science & Business Media.
Maturana, H. R., & Varela, F. J. (2012). Autopoiesis and cognition: The realization of the living (Vol. 42). Springer Science & Business Media.
Merleau-Ponty, M., Landes, D., Carman, T., & Lefort, C. (2013). Phenomenology of perception. London: Routledge.
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63. Thousand Oaks, CA: SAGE Publications.
Oser, F. K., & Baeriswyl, F. J. (2001). Choreographies of teaching: Bridging instruction to learning. In Handbook of research on teaching (4th ed., pp. 1031–1065). Washington, DC: AERA.
Pennisi, G. (2023). Su azione e interazione: verso una nuova filosofia del sistema mente-corpo-ambiente. I Linguaggi delle Scienze Cognitive, 13–34. Messina. Edas s.a.s.
Rathunde, K. (2009). Nature and embodied education. The Journal of Developmental Processes, 4(1), 70–80. New York: ICDP Publishing.
Ricoeur, P. (1997). Della persona. In P. Ricoeur, La persona (pp. 37–71). Brescia: Morcelliana.
Rizzolatti, G., Fadiga, L., Gallese, V., & Fogassi, L. (1996). Premotor cortex and the recognition of motor actions. Cognitive Brain Research, 3(2), 131–141. Amsterdam: Elsevier.
Rosa, H. (2016). Resonanz: Eine Soziologie der Weltbeziehung. Berlino: Suhrkamp Verlag.
Saldaña, J. (2003). Dramatizing data: A primer. Qualitative Inquiry, 9(2), 218–236. Thousand Oaks, CA: SAGE Publications.
Santos, B., Demozzi, S., & Tolomelli, A. (2018). Teatro dell’oppresso: Radici e ali. Torino: Edizioni Gruppo Abele..
Sibilio, M. (2012). La dimensione semplessa dell’agire didattico. Traiettorie non lineari nella ricerca. Lecce. Pensa Editore
Sibilio, M. (2020). L’interazione didattica. Brescia: Morcelliana.
Sibilio, M., & Galdieri, M. (2022). Il potenziale corporeo nell’azione didattica. In Educazione degli adulti: Politiche, percorsi, prospettive. Studi in onore di Paolo Federighi (pp. 191–201). Lecce: Pensa Multimedia.
Sieni, V., Stella, D. (2022). Danza cieca. Caserta. Cronopio.
Sofia, G., Mager, C., Brunel, L., & Noel, A. S. (2024). Pratica teatrale e comportamenti di sincronizzazione interpersonale: Uno studio pilota di confronto tra attori e non attori. Frontiers in Human Neuroscience, 18, 1335393. Lausanne: Frontiers Media.
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2025 Nadia Carlomagno, Valeria Vadalà, Ettore Melchionna
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
